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Autism expert to speak Saturday at Capper Foundation

Professor with Asperger syndrome to talk about challenges he's overcome

Stephen Shore, an Adelphi University professor with Asperger's syndrome, is the featured speaker Saturday at the Autism Summit at Easter Seals Capper Foundation.

When Stephen Shore was a child, doctors recommended he be institutionalized. Nonverbal until age 4, he was diagnosed with “strong autistic tendencies” and “too sick” for outpatient treatment.

“When I was diagnosed as on the autism spectrum, my parents were strongly urged to send me to an institution,” said Shore, now an assistant professor of special education at Adelphi University. “Fortunately, my parents didn’t. Today, the recommendation would focus on early-intervention programs and strategies.”

Shore, who has Asperger syndrome, will be the featured speaker at the Autism Summit at 10 a.m. Saturday at Easter Seals Capper Foundation, 3500 S.W. 10th Ave.

There is no cost to attend the summit, which is sponsored by the Capper Foundation and the Topeka Autism Support Group, but reservations are encouraged and can be made by calling (785) 272-4060.

Shore, the author of four books and a DVD on autism, will talk about some of the obstacles he has overcome and social situations he has navigated, as well as provide advice to parents of children with autism.

“I will be emphasizing how we can promote success for individuals on the autism spectrum, with a focus on the differences between when I was growing up on the autism spectrum and today’s current knowledge and research,” he said.

Shore, who was in Russia earlier this week, answered questions via email:

Q. What sort of opportunities or programs need to be established to help students with autism transition into the adult phase of their lives, particularly in the areas of education and employment?

A. As soon as one knows a person is on the autism spectrum is when consideration of how transitions to employment, continuing education, living situation, etc., should start. Then by the time the child reaches traditional transition age at 14 or 16 is when plans should be finalized.

As for continuing education, we are beginning to see more and more programs for college-age students on the autism spectrum, such as the Bridges to Adelphi program at my university (which helps students with nonverbal learning disabilities with organizational skills, time management, and independent living and social skills). As for employment, the focus should be on matching often-considerable-strengths people with autism to job opportunities.

Q. The Centers for Disease Control and Prevention recently estimated that 1 in 68 children are identified with autism spectrum disorder. Why do you think the numbers are increasing?

A. We have become better at recognizing autism when we see it. Additionally, the definition of autism has broadened to include more people. Finally, there may be something we are doing to the environment that could play a role.

Q. Recent news reports indicate scientists may be on the path of discovering that autism begins to develop before birth? If that is verified, how will it affect theories that vaccines, the environment, etc., are causative factors of autism?

A. The more we know about the causality of autism the better we will be at providing effective interventions to help those with autism lead fulfilling and productive lives. Depending on whether this research leads to “the” cause or one of the possible many causes of autism will determine the effect that will have on current theories of causation.

Q. What are some of the obstacles you have had to overcome as a person with Asperger syndrome? What advice would you give to parents of children with autism?

A. Some early obstacles included losing functional communication at age 18 months and not beginning to resume speech until 4 years of age. Avoiding bullying and making friends with classmates were a challenge until I got to college. I was about a grade behind in most of my subjects. However, my interests in astronomy, aviation, earthquakes, weather, chemistry and other sciences kept me occupied as I would spend hours reading books on these subjects in school at my desk.

Current obstacles include sensory issues, usually lights and sounds that are too loud. Other challenges include facial recognition to the point where it takes me almost a complete semester to begin to recognize my students in the classes I teach. However, I advocate for myself by disclosing that I am on the autism spectrum and this is a challenge that many of us face, and it would be helpful if they reintroduced themselves to me outside of class.

For parents of children with autism, I would tell them that their child has unlimited potential, just like everyone else. And our job is to find ways to access and unleash that potential. That’s what early intervention, methods of education and the varied techniques we have for teaching individuals with autism are for.